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Date of Award


Document Type


Degree Name

Doctor of Education (Ed.D.)


Graduate School

First Advisor

Heath Lowry

First Committee Member

Roger Runion

Second Committee Member

D. B. Smith

Third Committee Member

Robert R. Hopkins

Fourth Committee Member

Marge Bruce


Reading deficiencies among entering college students have caused an increase in the number of college reading pro~ grams. These reading programs have taken a variety of forms; however, the goals for these programs were directed consistently toward increased GPA, retention and an ability to maintain an acceptable unit load. These criteria were used to evaluate a reading improvement program at the University of the Pacific which was developed by Sanders. This program reflected the findings of her meta-analysis of college reading programs and was eclectic in design. Effects of the reading program were evaluated based on (1) GPA at the end of two years, (2) number of units completed in two years, and (3) retention in college at the University of the Pacific during the entire two year period. The experimental and control groups were chosen from entering freshmen students during the fall semester of the years of 1976 through 1980. Matching was done carefully on the bases of beginning reading comprehension (Raygor Reading Comprehension score) and school related attitudes (Raygor Study Skills Inventory). Complete data were available for ninety-seven pairs. Hypotheses tested dealt with the differences in outcomes between the groups and within the experimental group population. It was found that the groups showed no significant differences in retention, GPA or number of units completed at the end of a two year period. Within the experimental group no differences were found in the above variables due to the sex of the student or the amount of reading gain evidenced at the end of the semester of instruction. School related attitudes were related to GPA and number of units completed; reading comprehension related to GPA. No relationships were found to retention in college. Average reading rates of the experimental group were lower than the class average suggesting a partially remedial population rather than developmental. It was recommended that changes be made in the reading program. Remedial and developmental students should be given separate instruction. An androgogical approach was suggested as well as promotion of the optimum reading rate rather than the variable reading rate.



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